FROM ETHNOCENTRISM TO DEMOCRATIC PARTICIPATION?

German students in the Dutch Teacher Training for primary education at

Stenden university, the Netherlands

Marcel Haagsma April 23-26 2009, ETEN-conference Izmir Turkey

Presentation

Small portrait of two students.Survey. Motives, approach, results.Discussion on democratic participation.

Portraits

Mareke Lienemann Vanessa von Poeppinghausen

Reasons for study in theNetherlands

Mareke Lienemann:Numerus clausus.Flexibility after graduation: Dutch degree

and German degree (application course).Vanessa von Poeppinghausen:More subjects in the Dutch curriculum then

in the German curriculum.More practice, right from the start.

Survey, motives

Since 2006/2007: Active institutional policy:

German students in the Dutch teacher training for primary education at Stenden university.

Practice schools: language course.

Summer courses Dutch language.

Practice schools

Dutch language. levels

Cultural differences: misunderstandings

-Professional culture in education (power distance)

-Dutch history (curriculum)-National laws on education (Dutch

constitution)

Programme

Cultural introduction to Dutch education & society Contents:

Dutch education system & professional culture.Dutch child life, school life.Dutch history, related to the school system.Arts & culture in the Netherlands, 20th and 21st

century.Currents events in Dutch education, national

debates.Intercultural workshop.Excursion.

Did it work?

Goal survey: did the programme work, adaptations?

Literature.

Hofstede(2005): cultural dimensions.

Power distanceIndividualism versus collectivismMasculinity versus femeninityAvoidance of insecurityLongterm versus shortterm orientation

Did it work?

Literature: Hall & Reed Hall (1990): Six basic values in intercultural

communication:

High vs.low context culturesMonochronical vs. polychronical culturesPersonal space“Speed of messages”Fastness vs. slowness of stream of informationChains of actions

Hofstede (2005), Hall & Reed Hall (1990)

German- Dutch differences:

Power distanceAvoidance of insecurityLongterm vs. shortterm orientation

Chains of actions

Survey: enquiry

7 questions: see paper13 respondents, 12 female, 1 male, random

from focus group (N=24).

Some of the results: More informal relationships teacher-pupils.More group work/self responsable learning.Benefits from the programme (history, cultural

issues).Suggestions for improvement of the

programme.

Phases in intercultural communication (Bennett & Bennett, 1998, 2002)

1. Denial2. Resistance3. Minimalisation4. Acceptance5. Adaptation6. Mutual integration

EthnocentricEthnorelative

From ethnocentrism to democratic participation?

Is this approach ethnocentric? If so is that a bad start?

Can you report of similar projects in your country?

What other approaches of democratic participation do you know for this or similar projects?

What other relations with democracy or human rights, do you see here?

What could the idea of the “Ladder of participation” by Roger Hart contribute here?

Roger Hart (1992)

Thank you.

www.stenden.commarcel.haagsma@stenden.com